History of psychology has been an extremely active field for many years in Spain. Both the great expansion of psychological studies and the inclusion of history as a compulsory subject in the psychology curriculum are crucial factors helping to understand the current state of affairs. The aim of this paper is to provide a survey of the work done in this area over the last decade, covering research, teaching, and institutional developments. The study includes consideration of aspects such as main research lines, major theoretical and methodological trends, teaching materials, relevant archives and exhibits, and significant websites.

Miki Takasuna's paper on "Proliferation of Western Methodological Thought in Psychology in Japan: Ways of Objectification" offers many significant clues for reconsidering the history and unity of psychology. Its treatment of the reception of psychology in Japan hints at the relevance of the models of the subject for psychology--including the allegedly "official" psychology. The aim of this paper is to suggest such reconsideration, on the basis of a distinction between psychology-importing and psychology-exporting countries, and provide a reflection on the cultural problems of assimilation by the latter of a discipline advanced by the former. This perspective leads us to acknowledge the existence of a variety of psychological programs corresponding to the transformation and modernization of different social realities. Also, an indication is offered of several possible levels of analysis of such programs, which are seen to be related with the emergence of psychology as the science of modernity.

The aim of this article is to provide an approach to the study of the relations between psychology and Roman Catholic Scholasticism in the making of Spain as a modern nation-state. The crucial period in this process-extending from the beginning of King Alfonso XII's reign in 1875 to the proclamation of the Second Spanish Republic in 1931-is considered. Attention is focused on Ethics textbooks published by Spanish Scholastic authors throughout the period. Through these school manuals, young students were trained in the ideas of citizenship and social coexistence held by the Catholic Church. An analysis of these didactic, programmatic works shows the central role played by the theory of faculties and modern psychological technologies (psychopedagogy, psychopathology, psychotechnics) in the Scholastic outlook. Thus, an attempt is made to show that psychology was used by Spanish Scholasticism as a way of legitimating a reactionary view of Spain, which eventually led to the emergence of National-Catholicism as the official ideology of the Franco regime (1939-1975).

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The 11th International Congress of Psychology did not take place in Madrid in September 1936, as initially planned. Instead, it was held in Paris in July of the following year. The finding of a so-far unpublished correspondence between the main organizers of the event, the Spanish psychologists José Germain and Emilio Mira, and the Swiss psychologist Edouard Claparède, makes it possible to gain new insight into the circumstances preventing its celebration in Madrid. This paper aims at shedding some light on such circumstances by unraveling the social and political context alluded to in these letters, and connecting their contents with other significant events and documents on the various organizational aspects of the congress.